I’m continuing to tweak my retake routine. I’ve progressed from manic end-of-quarter retake fests and poor retake habits to a smoother process.
- Receive email request that is 2+ days prior to the requested retake date, including evidence that the student has corrected their mistakes and studied. I did this to have a record of request, give myself more time to create a retake quiz, and avoid the score stagnation or score drops that come from lack of preparation.
- Mark email with “Retake” label. This also helps with documentation.
- Create retake quiz and name the file with the suffix “Retake # – [initials of students taking that version].” Example: “Unit 2, Quiz 4 (Skill #2e) – Retake 1 (SS, JJ, FF)” if Sally Smith, Joe Jonas, and Fifi Foster are taking it. I hand back graded retakes at the end of the week, so sometimes I do get to add more students to a version. For example, Sally and Joe might request on Monday for a Wednesday quiz and Fifi might request the same skill retake on that Wednesday for a Friday quiz. Then I can give Fifi the same version that Sally and Joe took and hand it all back to them on Friday.
- Add event using “Retakes” Google calendar (e.g., “Sally – 2e, 2f” at 11:26-11:49 for a lunch retake). Send student an event invite. This helps me document the retakes and remind the students to show up.
How do you conduct your retake routines? What suggestions do you have for mine?
Reading Practice Perfect has inspired me to make every minute count in class. Lucky for me, I can also learn tips from my intern’s field advisor. She noticed him using the quiet coyote routine in class and suggested a few improvements to make it work faster.
Instead of waiting for the room to quiet down (one student sees the quiet coyote and then quiets down, and other students gradually notice), we will say “hands up, voices off, eyes on me” and have the students do all of those things to acknowledge the quieting down. I like it so far! I have incorporated follow up such as “I have Sally and Jimmy, but I need Fifi” or “Back row, I need your eyeballs.”
P.S. I am trying to blog more with shorter posts, just so I’m blogging more and getting ideas out there rather than waiting for the “perfect” time to post the “perfect” post with lots of pictures, links, and ideas. Those will come eventually, I hope.
What’s wrong with this picture?
Courtesy of my friend Paul Madden. Once a math teacher, always a math teacher!
I’ve started giving students more IB exam problems so that they’ll be familiar with the problem format, wording, and content. I recently gave them a sequences and series one as a Do Now after they’d finished the unit. I told them to pretend as if it was a quiz so that they (and I) could see where they would stack up in a real IB problem situation. Similarly, I did not circulate to answer any questions (even clarifying ones), since I wanted to see if students would have any issues interpreting the directions.
My intern created a representative set of responses for us to bring to math team meeting, where I shared it with the 6th-11th grade math teachers. We are going to be sharing student work and IB rubrics over the coming year so that we are familiar with all levels of the curriculum. We all graded the student work and shared how we graded. We had a hard time deciding how tough to be as graders on some of them!
According to the markscheme, how would you grade the four students?